A study conducted during a training program, in which students were learning to find main ideas, investigated how different kinds of strategy value information influenced children's reading comprehension. Subjects, 15 fourth-grade and 15 fifth-grade students who regularly received remedial reading comprehension instruction, were divided into three groups, who received (1) instructions to use a specific strategy and information on its benefits, (2) strategy effectiveness feedback linking their improved performances with their use of the strategy, and (3) both specific strategy information and strategy effectiveness feedback. A "self-efficacy" test was administered on a pretest/posttest basis to assess students' perceived capabilities for correctly answering different types of questions that tapped comprehension of main ideas. Results showed that the combined treatment enhanced self-efficacy and skill better than other conditions, which did not affect performance. These findings suggest that remedial readers may not benefit much from minimal information on how strategy use can improve performance. Rather, multiple sources of strategy value information may be necessary to enhance self-efficacy and comprehension skill. Results also suggest that the combined treatment engendered in children a sense of control over their comprehension performances and raised their self-efficacy. (A table of results and four pages of references are included.) (JD)